Based upon previous experiences in co-taught situations, the seventh grade social studies department decided to invest one marking period of co-teaching with the goal of improving the differentiated opportunities available to the students. At any given time, 75-80 students were gathered in the large group instruction room. This allowed the physical space demands of such a large class to be met as much as possible. The instructors utilized their PLC planning time, as well as additional planning time to work on grouping, planning, grading, and trouble-shooting the challenges of dealing with such a large group. The overarching goal was to provide equal opportunities for learning for all students.
Challenges:
Throughout the experience, many challenges threatened the success of the experience. The most obvious challenge was the demands on the physical space. The LGI is the only area truly big enough to act as a classroom for such a large group, but there are many groups who want to use this space. While we generally had the space for the entire marking period, there were enough interruptions that impacted the flow of the temporary classroom. Another challenge was determining differentiated groups. Several methods were used (to be described later) and others were discussed/planned for future lessons, but the effectiveness of these methods continues to be a question mark for the instructors. Technology also presented some challenges. It was wonderful that the students all had access to iPads for classroom use but in some cases not all students had access to the same apps, which slowed the progress. In other situations, students required use of the school apple ID, which again, slowed progress. Even when all the students did have the appropriate technology, some technology and collaboration were simply a slow process; limiting the ability to get as deep into the curriculum as desired. Finally, a lack of administrative presence to provide feedback and offer guidance was challenge. While it is appreciated that the administration was willing to allow this experiment to take place, having some continued guidance and direction would have been helpful.
Successes:
Despite the many challenges faced during the co-teaching experiment, there were successes for the instructors and students. Large-scale differentiation did occur on three separate occasions. The students were able to experience three different and unique teaching styles within the same discipline. This reflects the COCOA principles, most notably, “Community.” The instructors were also able to see more examples of teaching from their peers, which deepened the understanding of certain teacher’s strengths and weaknesses. In this first attempt at large scale co-teaching, enough positive results were achieved that the seventh grade geography PLC has committed to future use of co-teaching. We have learned much about space, grouping, instruction, and preparation which will help us further our instruction next year and possibly even create measurable goals for our students. This cannot be accomplished in the PLC meeting. Ultimately, the students were able to learn about the value of resources and how an important resource like water, can shape the development of society.
Based upon previous experiences in co-taught situations, the seventh grade social studies department decided to invest one marking period of co-teaching with the goal of improving the differentiated opportunities available to the students. At any given time, 75-80 students were gathered in the large group instruction room. This allowed the physical space demands of such a large class to be met as much as possible. The instructors utilized their PLC planning time, as well as additional planning time to work on grouping, planning, grading, and trouble-shooting the challenges of dealing with such a large group. The overarching goal was to provide equal opportunities for learning for all students.
Challenges:
Throughout the experience, many challenges threatened the success of the experience. The most obvious challenge was the demands on the physical space. The LGI is the only area truly big enough to act as a classroom for such a large group, but there are many groups who want to use this space. While we generally had the space for the entire marking period, there were enough interruptions that impacted the flow of the temporary classroom. Another challenge was determining differentiated groups. Several methods were used (to be described later) and others were discussed/planned for future lessons, but the effectiveness of these methods continues to be a question mark for the instructors. Technology also presented some challenges. It was wonderful that the students all had access to iPads for classroom use but in some cases not all students had access to the same apps, which slowed the progress. In other situations, students required use of the school apple ID, which again, slowed progress. Even when all the students did have the appropriate technology, some technology and collaboration were simply a slow process; limiting the ability to get as deep into the curriculum as desired. Finally, a lack of administrative presence to provide feedback and offer guidance was challenge. While it is appreciated that the administration was willing to allow this experiment to take place, having some continued guidance and direction would have been helpful.
Successes:
Despite the many challenges faced during the co-teaching experiment, there were successes for the instructors and students. Large-scale differentiation did occur on three separate occasions. The students were able to experience three different and unique teaching styles within the same discipline. This reflects the COCOA principles, most notably, “Community.” The instructors were also able to see more examples of teaching from their peers, which deepened the understanding of certain teacher’s strengths and weaknesses. In this first attempt at large scale co-teaching, enough positive results were achieved that the seventh grade geography PLC has committed to future use of co-teaching. We have learned much about space, grouping, instruction, and preparation which will help us further our instruction next year and possibly even create measurable goals for our students. This cannot be accomplished in the PLC meeting. Ultimately, the students were able to learn about the value of resources and how an important resource like water, can shape the development of society.
Student Feedback
https://docs.google.com/document/d/1iJLARbiQC-lVGwq5vv4yJ5vlE-kAGaprEkEGvZLKNLk/edit